How teachers evaluate the various instructional methods at their disposal is the question addressed in this paper. The issue is examined in an effort to determine which of certain models of teaching some teachers prefer, how teachers categorize models of teaching, and which factors are associated with their preferences. Results suggest that role ideals and philosophical beliefs both are systematically related to preferences, that philosophical beliefs may influence teachers more than teacher educators generally recognize, and that teachers currently focus on basic skills issues in making preference decisions. (Author/JD)